Dr. Mohammed AteekMASHAEL AYED SAAD ALTHOBITI2022-05-262022-05-26https://drepo.sdl.edu.sa/handle/20.500.14154/29578This study investigated the difficulties that Saudi English as a foreign language (EFL) learners encountered when using the passive voice in written English, and identified the reasons for these problems. Moreover, it studied teachers’ perceptions of teaching the passive voice and the pedagogical implications of this issue. 13 EFL Saudi students and ten teachers participated in the study. A mixed-method research design was employed to answer the research questions. Data were collected from multiple sources (for example, achievement tests, questionnaires and semi-structured interviews) to add more credibility to the study, and were analysed both statistically and thematically. The research findings confirmed that Saudi EFL students had difficulty with the correct use of the passive voice, particularly with basic elements such as the correct use of tense and the verb ‘to be’. The results also revealed that many problems occurred in transforming the active sentence to a passive one as well as where to use the passive construction. Saudi EFL learners’ difficulties with the form and use of the passive voice may have been due to the influence of first language (L1), the curriculum, a lack of knowledge regarding grammatical rules or the teachers’ lack of appropriate training. The teachers felt that Saudi EFL learners’ face problems in using passive voice and changing the method of teaching grammar by integrating technology as well as by revising the curricula.en